The phenomenon is suicide bombing Essay Example for Free

The phenomenon is suicide bombing Essay The phenomenon is suicide bombing more often intrudes into our life from newspapers headlines, TV news and unfortunately even more and more people face it in reality. The understanding of the reasons that cause this phenomenon may considerably assist in preventing its expansion and probably even help to stop it. That is why now we may encounter a great number of various works dealing with this topic which aim at considering suicide bombing from different viewpoints. The herein literature review attempts to focus on the most significant aspects of suicide bombing as well as to present those works which provide the most profound and comprehensive analysis of suicide bombing. Besides the works reviewed here are selected on the base of variety of viewpoints they provide. One of the most substantial works, that touch upon the issue of suicide bombing, is the book New Political Religions, Or an Analysis of Modern Terrorism by Barry Cooper. The analysis given in the book provides understanding of the nature of a suicide mission. That is, in addition to considering such relatively straightforward issues as who did what and how it was accomplished, author is also concerned with interpreting the phenomena of terrorist action as meaningful within the context of sources provided by the terrorists themselves. Author asserts that one of the oldest insights of political science is that all political action is self-interpretive and proves that terrorism is no exception. The very useful aspect of the problem under discussion revealed in the book is the psychological analysis of the suicide’s actions. In particular Cooper argues that they are not necessarily psychopaths. They are not crazy in the commonsense use of the term. They most definitely are, however, â€Å"spiritually disordered†. As author states, the spiritual disorders that are present among contemporary terrorists are expressions of ideology. It is for this reason that one can compare the spiritually disordered suicide bombers to the adherents of modern ideologies in the SS or KGB. The author also discusses the relation between the terrorism and religion. In particular, he observes that Koran condemns any form of suicide; however, the motives of the terrorist acts performers necessarily contain some religious elements. Hence, Cooper concludes that the religion itself cannot be a rational basis for organization of a terrorist act; nevertheless it can be intensifying factor in the reasoning of suicide bombing. The next article under revision is Understanding Suicide Terrorism: Richard Jackson Argues That Terrorism Cannot Be Attributed Solely to Religious Extremism, Hatred or Mental Illness published by Richard Jackson in Journal New Zealand International Review. In this article the author tries to clarify what are the reasons of suicide bombing. After having summarised particular cases the author arrives to conclusion that is very close to that presented in a book reviewed above. Namely, religion is only a factor in a very few cases of suicide terrorism around the world, and even in these instances, religious extremism is almost never the sole cause. Jackson notes that after all, there are many extremists and fanatics in virtually every religion, most of whom will never engage in any form of violence. Nor is suicide terrorism the result of religious brainwashing; in places like Palestine, there are many more volunteers for suicide missions than the terrorist groups require. The author provides a valuable understanding of the fact that suicide bombers and terrorists are almost never motivated primarily by hatred for their victims. In actual fact, many suicide bombers are motivated by more altruistic aims, such as sacrifice for their comrades and their community, or a belief that they are fighting for a good cause. The author also states the arguments used by the organizers of suicide bombing during the planning of the terrorist acts. The strongest among others is tactical advantages. On a tactical level, terrorists believe that their actions can be successful and that powerful governments can be forced to change their policies; in effect, they are making a rational calculation that enough carnage will achieve the desired results. In the work The Underlying Realities of the Israeli-Palestinian Conflict after 11 September, published in Arab Studies Quarterly, the author Norton Mezvinsky highlights the chronological development of terrorist acts performed by the suicide bombers after the declaration of Intifada from 28 September 2000. The main purpose of this work is to explore the sway of the events of 9/11 on the Israeli-Palestinian conflict. The most valuable in this work is the summarising of effects the terrorist acts had both for the Palestinians and the Israelis. Thus the author asserts that from the very beginning Intifada mainly implied the perpetration of suicide bombings. Israel, in its turn, with the purpose to render terrorist centers harmless brought troops into the territory of West Bank. Israels military incursion into the West Bank greatly increased Palestinian hostility. Beginning in the aftermath of 28 September 2000, suicide bombing became the major weapon of armed struggle for Palestinians. Arafat and some other Palestinian political leaders condemned and called for a halt to the suicide bombings. Such statements had little effect. Suicide bombings have instilled fear and hurt the economy in Israel, but Palestinian suffering has nevertheless far surpassed Israeli Jewish suffering. The next paper is the article by Terri Toles Patkin Explosive Baggage: Female Palestinian Suicide Bombers and the Rhetoric of Emotion, published in Women and Language which examines the psychological, social and gender factor in suicide bombing. The author of this work asserts that suicide bombers are not suffering from clinical depression or emotional difficulties; they perceive themselves as fulfilling a holy mission that will make them martyrs. The action is not suicide (as it was mentioned above suicide is prohibited by Koran) but rather martyrdom and thus does not violate religious prohibitions against killing oneself. In particular Terri Patkin studies numerous psychological peculiarities of a woman which may induce them to participate in terrorist groups. The particularly interesting is the point of the author that the peculiar role of a woman in Muslim society can be a significant factor that impel women to participate in suicide bombing. Women have participated in terrorist groups worldwide, but their relatively low numbers and roles often centering on support of their male colleagues have diminished onlooker perceptions of their importance. Women tend to be more actively involved in nationalist/secular terror organizations rather than Islamist/religious groups. Women in Palestinian groups are often enthusiastic about their increased roles. Generally for the western society martyrdom operations represent an odd and abnormal type of violent behaviour. Thus it would be useful to know what is the suicide bombing for a terrorist him-/herself or for the representative of the Muslim belief. This interest can be satisfied by the work A Comparative Study of Lebanese and Palestinian Perceptions of Suicide Bombings: The Role of Militant Islam and Socio-Economic Status conducted by Simon Haddad and presented in International Journal of Comparative Sociology. This work consists of the sociological survey for the attitude of the Lebanese and Palestinian to suicide bombing. The major objective of this article is to provide a general overview of respondents attitudes towards suicide bombings within a comparative perspective. Derived data indicate that for Lebanese and Palestinian, the most important determinant of attitudes toward suicide bombings is political Islam. The greater the attachment to the religious dogma the more likely respondents are to express support for suicide bombings. Certain Muslims commit these acts in the name of Jihad and thus in expectation of a handsome divine reward. Result of this article increase understanding of the phenomena of suicide bombings and pro-suicide attitudes in both Lebanese and Palestinian cases. And finally the book Global Terrorism by Brenda J. Lutz and James M. Lutz provides a general research of the terrorism phenomenon. The work defines the place of suicide bombing among the other methods of terror. Thus, it is stated that in most cases the suicide bombing is used against political regimes (the authors include here the terrorist acts against the foreign troops on the occupied territory), basing on religious motives or ethnical ground. Also there are cases when suicide bombing are performed basing on ideological ground (Kurdish Workers Party). The book is illustrated with the table showing the number of terrorist acts conducted from 1980 to 2000. So we can see that more than a half of acts of suicide bombing (168 out of 280) up till 2000 were organized by Liberation Tigers of Tamil Eelam in Sri Lanka and India. These terrorist acts were based on the ethnical ground. Unfortunately there are no data following 2000 as it could have helped to find out what is the change in this ratio after the declaration of Intifada. This literature review unfortunately left a number of problems, related to suicide bombings, unconsidered. Thus it would be desirable to pay attention to such problem as children participation in suicide bombing. Also the question of suicide bombings by the Chechens against the Russian government is not discussed in the books and articles reviewed. Many researchers differentiate the Chechen terrorism as a separate branch due to its incredible brutality towards civilians. Bibliography COOPER, Barry. New Political Religions, Or an Analysis of Modern Terrorism. Columbia, MO, University of Missouri Press, 2004. JACKSON, Richard. Understanding Suicide Terrorism: Richard Jackson Argues That Terrorism Cannot Be Attributed Solely to Religious Extremism, Hatred or Mental Illness. New Zealand International Review, 30 (5): 2005: 24+. MEZVINSKY, Norton. The Underlying Realities of the Israeli-Palestinian Conflict after 11 September. Arab Studies Quarterly, 25 (1-2): 2003: 197+. PATKIN, Terri Toles. Explosive Baggage: Female Palestinian Suicide Bombers and the Rhetoric of Emotion. Women and Language, 27 (2): 2004: 79+. HADDAD, Simon. A Comparative Study of Lebanese and Palestinian Perceptions of Suicide Bombings: The Role of Militant Islam and Socio-Economic Status. International Journal of Comparative Sociology, 45 (5): 2004: 337+. LUTZ, Brenda J. and LUTZ, James M. Global Terrorism. New York, Routledge, 2004.

My Angels :: Personal Narrative

My Angels It wasn't until I started to write this testimony that I realized that there are two special angels in my life. One in heaven and one on Earth. I had the general reasoning of any teenager: run to your closest friends, boyfriend, girlfriend, family, teachers for solutions to your problems, or for guidance, but that's not always so. Sure, some good friends and family are close enough to relate to, but it's the people that can read your face like a book that I am speaking of. The people that always bring a smile to your face even when you're in your deepest turmoil. These are your angels. Adam has been and always will be my angel. He was my salvation when I was weak, my shoulder to weep on, a joker, and an all around nice guy. If if it weren't for him I probably wouldn't have auditioned for Juilliard a few weeks back. I owe so much to him, but the biggest thanks I could ever give would be his persistent manner in getting me to audition for the drama plays. I have always had a passion for drama but didn't want to pursue it in St. Paul. I was so depressed about leaving all my friends behind at Whittier, that when I came here I didn't even give up---- I just didn't start at all. It wasn't until my first week of school that I met Adam, the boy who smiled from ear to ear... Little did I know that he would be the best friend I would make at St. Paul, and the first to leave me behind. Over the next two years we had gotten incredibly close. We went out for weekends, celebrated his 15th birthday with Andrea and Crystal, and Miguel---his closest friends. We helped ea ch other with our relationship problems, family problems, school mishaps... We were each other's alter egos when we went out. We had a conversation over the Internet a week before he died. He was so mad that I hadn't auditioned for the musical that he forced me to join crew (which a few weeks previous I had). That night we were talking about all these pranks we would play on the cast and crew, and the cast party to be had, and all the fun.

IRAC Brief Essay

According to United States District Court District of Massachusetts Civil Action 11-10313-GAO (2013), Anderson, Silva, Johnson and Funches contracted through a limited liability company by the name of SLS to perform delivery services work on behalf of HDA (United States District Court District of Massachusetts, 2013). Plaintiffs Case Each driver was provided with their truck Trucks provided to the contractors bore Sears Logo Uniforms bore both Sears and HDA logos Each driver hired their helpers and paid their helpers directly Drivers worked full-time and solely for HDA (while under contract) (United States District Court District of Massachusetts, 2013) HDAs Argument Plaintiffs contracted through SLS and not directly with HDA as individuals; therefore, HDA should not be a litigant in this case Mass. Gen. Laws ch. 149,  § 148B is preempted by the Federal Aviation Administration Authorization Act, 49 U.S.C (See Case 1:11-cv-10313-GAO Document 99 Filed 12/30/13 Page 3 of 5) (United States District Court District of Massachusetts, 2013) IRAC Issue: The issues below are the reasons this case has been brought to court. The court must provide the answers to these reasons in order to begin the rule assessment portion of IRAC (1) Were the plaintiffs (Anderson, Silva, and Funches) misclassified as independent contractors by HAD? (2) Were deductions taken from plaintiff’s wages in violation of wage laws? Rules Below are the rules found in Mass. Gen. Laws ch. 149,  § 148B. These rules must be applied to the facts of the case to assess the fault or culpability of the litigants. Below is cited via United States District Court District of Massachusetts Civil Action 11-10313-GAO (2013). (1) The individual is free from control and direction in connection with the (2) Performance of the service, both under his contract for the performance of service and in fact; and the service is performed outside the usual course of the business of the employer; and (3) The individual is customarily engaged in an independently established trade, occupation; profession or business of the same nature as that involved in the service performed. (United States District Court District of Massachusetts, 2013) Application When looking at the mass general law 149 subsection 148B, we can apply the three stipulations of the law to the case against HDA violating this law. The plaintiffs in the case were acting solely for the purposes of HDA as a delivery service wearing both the seniors and HDA logos on uniforms provided to them. None of the drivers worked outside of the scope of work on subcontracts for any other provider other than HDA, and finally, each driver performed these duties under the direction of HDA’s vision. It is clear in this case that circumstances are such that every appearance and performance of duties was done in a way to appear that they were solely employees of HDA in that HDA has violated Mass General Law on salary and wages (United States District Court District of Massachusetts, 2013). When applying this to business setting the business entity hiring subcontractors must stipulate in a written contract as to whether the employee is to be treated as a subcontractor under a 1099 tax form or as a subcontract employee for the business. Under the assumptions made in mass general law 149 subsection 148B, subcontractors are deemed employees if they meet certain criteria within the law. This criteria is easily determined under general operating practices and business owners should be aware of these criteria before hiring subcontractors (United States District Court District of Massachusetts, 2013). Analysis/Conclusion Plaintiffs (Anderson, Silva, and Funches) were misclassified as independent contractors by HDA. It was found that deductions were taken from plaintiff’s wages in violation of wage laws. Thus, findings were established through determining that HDA violated the law in place (Mass General Law on Salary and Wages). For the foregoing reasons, the plaintiffs’ Motion for Partial Summary Judgment as to liability against HDA (dkt. no. 65) is GRANTED. It is SO ORDERED. Business Managerial Setting Application There are numerous torts to consider when reviewing Anderson v HDA: (1) Intentional Tort a civil matter resulting in an intentional act of damages. (2) Unintentional Tort civil matter unintentional acts that results in economic loss, property damage, or physical injuries. (3) Property Torts occur when one’s enjoyment of their private property is interfered with by either acts of trespass or illegal conversion of the private property. (4) Negligence a civil matter resulting damages due to the lack of care or duty that is owed. (5) Strict Liability Torts can be criminal or civil and culpability or finding of fault is not a factor, to name a few. The tort that is evident in the case of Anderson v HDA is an Unintentional Tort resulting in an act of economic loss. The wage deduction and mis-classification of employment status have led to the loss of wages and possible benefits to the plaintiffs and their helpers. The issues that arose in the Anderson v HDA civil lawsuit could have been avoided by utilizing an effective risk management process for contracts review and management. Co-employment issues arise in the third party relationships due to the unknown, so it is beneficial to know as much as possible about all relationships that are encompassed for the work at hand. Understanding the Torts liabilities that can arise in the areas of contract language and negotiations will ensure that liabilities are managed early in the relationship building process. An effective way to manage this risk is to identify the gaps that may exist with employment status classification, ensure that necessary tax forms are completed, monitor direct partnership and obtain direct partnership attestations regarding their direct  relationship with their contractors. The next step is to have an ongoing control mechanism in place to monitor regulations and update business checklist and standard operation procedures. Reference United States District Court District of Massachusetts. (2013). Civil Action 11-10313-GAO. Retrieved from United States District Court District of Massachusetts, website.

Essay on My Personal Philosophy of Education - 992 Words

My Personal Philosophy of Education When I was a little girl all I ever wanted to do was be a teacher. My neighbors and I would get out our little chalkboards and take turns teaching each other things that we had learned in school that day. We would spend hours in the basement grading tests or quizzes that we had made up ourselves. We had so much fun pretending to be teachers. As I got older I realized that a teaching salary may not be enough for me to get by on, so I decided to go to Marshall University and major in sports medicine. I have had may injuries due to sports over my lifetime and this seemed like a good option for a future career. When the time came to actually go to school and decide the rest of my†¦show more content†¦The teacher should be a model to the students; because they are passing their knowledge to the children. The methods of teaching that I plan on using are lecture, recitation, and discussion. I also plan to use hands on experiments for the non-auditory learners in my class. I am going to include the teaching of tolerance in my classroom. I want my students to be accepting of all people. I do not want them do see differences as disabilities. They should see people for who they are on the inside, not judge them for their race, gender, or sexual preference. Discipline in the classroom is very important. My classroom is going to have a set of rules, compiled by the students and myself on the first day of class. If the students have a say in the rules they are more likely to follow them. After earning a Bachelors Degree in elementary and special education, I plan to start working right away. Either as a substitute or as a full time teacher. I want to earn my masters degree while teaching, hopefully here from Concord, and through correspondence courses The two philosophies of education that I support are very similar, Essentialism and Progressivism. I plan on incorporating other philosophies into my classroom, however I will stick with Essentialism and Progressivism the majority of the time. I plan to follow more of the Essentialist curriculum, accompanied by the relevancy ofShow MoreRelatedMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educatedRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, a nd Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Personal Philosophy Of Education1443 Words   |  6 PagesThese beliefs of education are known as the philosophy of education. The philosophy of education is defined as the influences of what is taught and how the students will be taught. Throughout my study in my education class and past experiences, my mind was expanded and I acquired sufficient knowledge to develop my own concept of my personal philosophy of education. First, I will clarify the reasons why I choose the profession of being an educator. The first reason has been my parents influenceRead MoreMy Personal Philosophy Of Education966 Words   |  4 Pages Personal Philosophy of Education Allyson C. Taylor EDUC 542 Dr. M. Derrick Regent University The definition of curriculum can be as mysterious as the curriculum itself. Oliva (2013) described the hunt for the curriculum as being similar to â€Å"efforts to track down Bigfoot, the Bear Lake Monster, [and] the Florida Everglades Skunk Ape †¦Ã¢â‚¬  (pg. 2). All of these elusive beings have left tracks, yet there isn’t a single photograph to prove their existence—just likeRead MoreMy Personal Philosophy Of Education1335 Words   |  6 Pagesteaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferences, as well as the role ofRead MoreMy Personal Philosophy Of Education873 Words   |  4 Pagesis a meaningful education? Throughout time many philosopher and educators have pondered on this question, leading to the development of theories and concepts that are present in the classroom today. In my personal experience, an educator philosophy is built over a course of time which is based on their knowledge and experience. An educator belief system is like a river, it changes and matures throughout its course, bending and changing as it progresses. Throughout the course of my educational careerRead MoreMy Personal Philosophy Of Education1152 Words   |  5 PagesIntroduction My personal philosophy of education relies on the fundamental belief that every individual has inherent value, therefore designating education as an environment where students may grow in their self-worth through academic and relational support. Thus, the purpose of education is to provide individuals with the opportunity to learn about both content and about self, growing in their identity. Within this personal philosophy of education, I will further detail the aim of education, the role